Volume  7 


AUGUST,  1913 


Number  4 


S^Mt  Normal  S^tlfonl 
Sitlkttn 


Announcement  of  Rural  Department 


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Published  Quarterly  by  the  Lewiston  State  Norirj^ 

Lewiston,  Idaho. 


Entered  as  tecond-class  matter,  Aur 
Lewiston,  Idaho,  under  Ac' 


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Teachers'  Living  Quarters,  Fort  Lapwai  Training  School 


Volum*  7  AUGUST,   1913  Numb«r  4 


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Announcement  of  Rural  Department 


Published  Quarterly  by  the  Lewiston  State  Normal   School  at 

Lewiston,  Idaho. 


Entered  as  second-class  matter,  August  5,  1905,  at  the  Postofficc  at 
Lewiston,  Idaho,  under  Act  of  Congress  of  July  16,  1894. 


CALENDAR,  1913-1914 


Registration Tuesday,  September  16,  1913 

Training  School  opens Wednesday,  September  17,  1913 

Second  Quarter  begins Monday,  November  17,  1913 

Thanksgiving   Holidays    

Thursday,  November  27  and  Friday,  November  28,  1913 

Christmas  Holidays  begin Friday,  December  19,  1913 

Exercises  resumed  Monday,  January  5,  1914 

First  Semester  closes Friday,  January  30,  1914 

Second  Semester  begins  Monday,  February  2,  1914 

Fourth  Quarter  begins   Monday,  April  6,  1914 

Annual  Field  Day Saturday,  May  16,  1914 

Training  School  closes Friday,  May  29,  1914 

Commencement  Exercises    

Sunday,  May  31  to  Wednesday,  June  3,  1914 

Summer  Session  begins   Tuesday,  June  9,  1914 

Summer  Session  closes Friday,  July  24,  1914 

Three  special  six-week  courses  for  teachers  will  be  offered 
beginning  September  16,  1913,  April  6,  1914,  and  June  9,  1914. 


Some  Work  of  Class  in  Rural  Arts — Woodwork 


RURAL  DEPARTMENT 


Faculty 

George  H.  Black,  President. 

Earl  S.  Wooster,  Dean  of  Rural  Department. 
School  Administration. 

Clarence  L.  Clarke,  Head  of  Department  of  Education. 
Sociology, 

Oliver  M.  Osborne, 

Agriculture. 

Alba  Bales,  Director  of  Department  of  Home  Economics. 
Cooking. 

Mary  W.  McGahey,  Head  of  Department  of  Manual  Training. 
Woodwork. 

Dorothy  Bocker,  Head  of  Department  of  Physical  Education. 
Health  and  Education^  Physical  Education. 

Addie   M.   Ayer,   Supervisor  of   Rural   Training   School, 

Evangeline  Wiseman,  Assistant  Supervisor  of  Rural  Training 
School. 

Elizabeth  Pruner,  Head  of  Department  of  Applied  Arts. 
Handwork. 

Marguerite  Griffith  Tyler,  Department  of  Bacteriology  and 
Applied  Chemistry. 

5 


Virginia  Shearer,  Assistant  in  Home  Economics. 
Sewing.  •        . 

Delia  Grant  Spinner,  Assistant  in  Home  Economics. 
Cooking. 

Leone  Hamilton,  Assistant  Librarian  (In  charge). 
Library  Science. 

Herbert  E.  Fowler,  Head  of  Department  of  English. 
English. 

Henry  L.  Talkington,  Head  of  Department  of  History  and 
Civics ;  Supervisor  of  History  in  the  Training  School. 

History  Methods, 

Mamie  Lee  Pollard,  Supervisor  of  Elementary  Science. 
Nature  Study  Methods. 

Maude  Brown  Curtiss,  Supervisor  of  Elementary  Literature. 

Literature  Methods. 

i? 

Joseph  Reef.,  Supervisor  of  Elementary  Geography. 
Geography  Methods. 

AuRELiA  O'Connell,  Supervisor  of  Elementary  Arithmetic. 
Arithmetic  Methods. 


Some  Models  of  Class  in  Rural  Arts — Sewing 


GENERAL  STATEMENT 


The  imperative  need  of  better  trained  teachers  in  our  rural 
schools  led,  first,  to  the  arrangement  of  special  courses  for  those 
who  were  preparing  for  this  work.  Later,  in  September,  1910, 
the  work  was  organized  as  a  separate  department. 

The  purpose  of  the  department  is  to  help  in  the  betterment  of 
rural  school  conditions,  and  the  particular  gim  of  the  courses 
here  outlined  is  to  give  the  students  knowledge  of  the  vocational 
subjects  needed  in  our  rural  schools,  an  idea  of  the  problems  of 
a  rural  community,  and  some  facility  in  the  solution  of  the  spe- 
cific problems  of  the  country  schools.  Emphasis  is  placed  upon 
the  development  of  the  capacity  of  the  pupil  to  see,  understand, 
and  solve,  the  problem  of  the  social  relationship  between  the 
school  and  the  community,  rather  than  upon  the  ability  to  mem- 
orize subject  matter.    Three  groups  of  courses  are  offered. 

I.     The  life  diploma  course,  **A-9." 
II.     The  "B"  courses,  leading  to  third,  second  and  first  grade 
certificates. 

III.     Six-week  courses  to  accommodate  those  who  desire  to  ob- 
tain or  renew  county  certificates. 

When  not  inconsistent  with  the  purpose  of  the  work  and  the 
preparation  of  the  students  taking  this  course,  regular  classes  and 
regular  "A"  course  instructors  are  utilized  for  rural  students. 
Much  of  the  work,  however,  is  done  in  classes  arranged  especially 
for  rural  students.  The  most  noteworthy  example  of  this  is  the 
work  in  observation  and  practice  teaching  which  is  carried  on  in 
several  rural  schools  near  Lewiston ;  so  that  the  work  is  done, 
as  nearly  as  possible,  under  actual  rural  school  conditions.  In 
some  cases,  critic  teachers  and  student  teachers  live  in  the  rural 


8 

community  and  get  an  excellent  opportunity  to  observe  rural 
problems  and  the  attempts  being  made  to  solve  them. 

Opportunities 

Rural  school  teachers  who  are  competent  and  successful  are 
in  good  demand,  and  wages  compare  most  favorably  with  town 
schools. 

Young  people  who  desire  to  teach  should  note  that,  in  addition 
to  the  general  requirements  for  entrance,  the  state  is  warranted 
in  demanding  that  each  prospective  teacher  has  such  good  health 
that  he  or  she  will  be  able  to  do  efficient  work. 

Very  early  in  the  course  each  student  is  examined  by  the 
director  of  the  department  of  physical  education.  Upon  her 
statement  that  the  student  cannot  develop  good  physical  condi- 
tions by  the  end  of  the  course,  the  candidate  may  be  asked  to 
discontinue  the  work. 

COURSE  "A-9."    RURAL  TEACHERS  COURSE. 

Admission. 

'  Candidates  for  admission  to  course  "A-9"  must  either  have  ob- 
tained not  less  than  30  full  credits  in  work  above  the  eighth  grade, 
or  hold  a  Lewiston  Normal  **B-1"  certificate,  or  hold  a  state 
certificate. 

Graduation. 

Graduation  is  based  upon  the  completion  of  two  full  years* 
work,  at  least  one  of  which  must  be  in  residence.  Students  are 
assigned  to  practice  teaching  in  the  rural  training  school  for  two 
quarters. 

I.    RURAL  COURSE  IN  OUTLINE. 

Psychology  I-II. 

A  consideration  of  the  fundamental  processes  and  principles 
of  the  action  of  the  mind  with  particular  attention  to  the  applica- 
tion of  these  to  educative  work. 


Principles  of  Teaching. 

A  consideration  of  the  basal  principles  governing  the  choice  of 
subject  matter,  its  sequence  and  methods  of  presentation. 

School  Administration. 

A  survey  of  the  fundamental  problems  and  purposes  of  pub- 
lic school  work,  together  with  a  consideration  of  the  attempts 
that  have  been  made  to  solve  these  problems  and  attain  the  ends 
desired.  This  involves  a  consideration  of  the  organization  of  the 
school  system  of  Idaho  and  of  other  states,  and  a  knowledge  of 
the  fundamental  legislative  enactments  that  make  this  system 
possible  and  operative. 

Rural  School  Management. 

A  detailed  consideration  of  the  method  of  the  administrative 
procedure  in  rural  schools,  involving  a  study  of  the  rural  school 
organization,  its  purpose,  plan,  and  legislative  enactments  that 
make  it  possible  and  operative. 

History  of  Education. 

A  consideration  of  the  major  facts  of  educational  history  in 
the  United  States,  involving  a  study  of  the  change  in  the  view 
point,  ideals,  aim,  procedure  and  legislation,  governing  the 
schools. 

Sociology. 

A  study  of  the  interrelation  of  human  society,  the  factors  of 
social  progress,  and  the  particular  function  of  the  school  in  social 
life. 

Rural  Sociology. 

The  sociology  of  rural  communities  considered  particularly 
from  the  view  point  of  the  rural  school  and  its  relation  to  the 
community. 

American   Rural  School. 

A  course  to  lead  the  student  to  understand  the  specific  aims 
of  the  rural  school,  to  appreciate  the  changed  conception  of 
rural  education  and  to  develop  his  capacity  to  perceive,  appre- 


10 

ciate,  and  solve  the  problems  of  the  social  reaction  between  the 
rural  school  and  its  community. 

Rural  School  Methods.     (For  ''B"  course  students  only). 

A  consideration  of  the  methods  of  teaching  the  common  school 
branches  under  the  specific  conditions  of  short  class  periods 
and  small  classes  as  found  in  the  rural  schools. 

Methods.     (For  "A-9"  students). 

.  Regular  method)  classes  in  \arithmetic,  geography,  .history, 
reading,  language,  science  and  literature  are  open  to  "A"  stu- 
dents taking  the  rural  course. 

Observation  and  Practice  Teaching. 

The  experience  of  the  last  four  years  has  amply  demonstrated 
that,  in  order  to  contribute  most  efficiently  to  the  solution  of  the 
problem  of  rural  school  teaching,  the  practice  work  must  be  done 
under  conditions  that  are  typically  rural. 

In  this  way  teachers  are  not  only  taught  how  to  teach  but  are 
taught  how  to  teach  country  children  in  country  schools. 

Because  of  this  conviction,  rural  students  are  assigned  to  ob- 
serve the  practice  in  rural  schools  located  within  easy  traveHng  dis- 
tance of  the  city  of  Lewiston.  These  schools  are  true  rural  schools^ 
and  are  maintained  as  such^  even  tho  used  as  traming  schools. 
The  student  teachers  assigned  to  these  schools  either  live  in  the 
community  for  the  entire  quarter  or  go  to  the  school  for  all  day 
each  day  during  their  quarter  of  practice  teaching  In  this  way 
they  are  assured  an  opportunity  to  observe  all  the  vv^orkings  of  an 
actual  rural  school  and  its  community.  They  have  an  oppor- 
tunity to  observe  the  teaching  of  all  kinds  of  school  work,  and, 
later,  to  practice  teaching  under  the  immediate  supervision  of 
expert  critic  teachers.  They  receive  practice  in  the  selection  and 
arrangement  of  subject  matter,  the  preparation  of  plans  for 
teaching,  the  teaching  of  classes,  the  arrangement  of  the  daily 
program,  supervision  of  playground  and  school  ground,  and  all 
phases  of  school  work.  They  help  to  arrange  for  and  carry  out 
social  work  with  the  school  as  the  center,     A  reasonable  profi- 


Cl&ss  in  Plant  Physiology 


11 

ciency  in  this  work  is  required  of  all  students  except  those  taking 
course  "B-3." 

AGRICULTURE. 

Students  are  assigned  to  three  semesters  of  work  chosen  from 
the  following  courses: 

Soils : 

A  study  of  soils  to  learn  the  kinds,  origin,  chemical  and  physi- 
cal characteristics  and  behavior,  and  their  treatment  to  maintain 
good  tilth  and  fertility. 

Plant  Physiology. 

A  consideration  of  the  parts  of  a  plant  and  their  work  in  the 
growth  and  development  of  the  plant. 

Vegetable  and  Small  Fruit  Gardening. 

Practice  in  the  selection  of  seed  and  testing,  selection  and 
preparation  of  the  soil,  cultivation  and  harvest  of  crop,  prepara- 
tion for  market  and  marketing.  (Produce  from  the  garden  is 
sold  to  the  dormitory  and  cafe  kitchens). 

Horticulture. 

Selection  of  orchard  sites  as  to  soil,  climate,  and  market.  Se- 
lection, planting  and  care  of  trees,  including  spraying  and  the 
preparation  of  spray  materials,  pruning  and  •  harvesting  of  the 
fruit. 

Animal  Husbandry. 

Types  and  breeds  of  farm  animals:  their  selection,  breeding 
and  care.  Special  attention  is  paid  to  stock  judging  and  to  feeds 
and  feeding. 

Cooking. 

A  semester  of  work  embracing  the  study  of  food  as  to  its 
composition,  cost,  cooking,  digestibility,  and  the  preparation  and 
serving  of  meals.  The  preparation  of  school  lunches  is  given 
especial  attention. 


12 
Sewing, 

Course  1.     First  Semester. 

Aim  of  Course — ^to  teach  fundamental  principles  involved  in 
hand  sewing;  to  develop  skill,  neatness,  and  accuracy  in  the 
handling  of  materials ;  to  enable  students  to  make  a  set  of  models 
involving  the  various  steps  in  sewing  which  may  be  used  as  illus- 
trative material  in  teaching. 

Outline    of  Course— Models,  Sewing. 

I.  Stitches — Various  stitches  applied  on  articles  which 
a  child  could  make — such  as  a  bag. 

II.  Hems,  bands,  ruffles. 

III.  Repair  work,  such  as  darning  stockings  and  cloth- 
ing. 

IV.  Patches — on  cotton  and  flannel;  matching  stripes 
and  figures. 

V.  Plackets — bound  and  faced. 

VI.  Fastenings ;  button  holes. 

VII.  Trimmings. 

Sewing, 

Course  2.     Second  Semester. 

Aim  of  course — to  teach  drafting  by  use  of  system ;  to  draft  pat- 
terns to  measurements;  to  teach  various  ways  of  making  and 
finishing  plain  garments;  to  enable  the  student  to  make  a  com- 
plete set  of  underwear;  to  teach  the  use  and  care  of  sewing  ma- 
chines ;  to  show  methods  of  presenting  this  subject  matter  to 
grades  and  high  school  classes. 

Outline  of  Course.     Sewing.     Second  Semester. 

I.  Corset  cover ;  drafting  of  pattern ;  sewing  by  hand. 

II.  Drawers ;  drafting  of  pattern,  machine  sewing  of. 

III.  Nightgowns;  drafting  of  pattern;  machine  sewing; 

hanging  of  gown  and  putting  in  of  sleeves. 

IV.  Skirt;  drafting  of  pattern;  machine  work;  finishing 

of  all  garments. 


i 


^     *'*,-^ 


Class  in  Gardening  at  Work 


13 

Students  provide  all  materials.     Finished  work  becomes 
the  property  of  students  at  end  of  year. 

Woodzvork. 

Course  1.    First  Semester 

This  course  offers  training  in  the  technical  processes  of  ele- 
mentary wood  working.  The  aim  is  to  teach  students  the  use 
of  the  common  wood  working  tools,  construction  from  working 
drawings,  the  designing  of  useful  models,  the  sharpening  and 
care  of  tools.  The  processes  include  those  necessary  for  teach- 
ing wood  working  in  the  elementary  schools. 

Course  2.    Second  Semester. 

Subjects  considered  are  structure  and  growth  of  wood;  lum- 
bering and  saw  milling ;  wood  vv^orking  tools ;  the  common  joints ; 
principles  of  jointery;  wood  finishing.  The  projects  of  simple 
furniture-making  involved  in  the  construction  of  types  of 
tables,  chairs,  cabinets. 

Handwork. 

This  course  deals  with  those  typical  forms  of  applied  arts 
which  are  practical  in  the  elementary  school — using  simple  equip- 
ment and  materials  that  are  easily  procured.  The  projects  in- 
clude paper  and  cardboard  construction,  weaving,  basketry,  clay 
modeling  and  representative  work  for  sand  table.  The  applica- 
tion of  design  to  projects  is  especially  emphasized.  This  work 
forms  the  foundation  for  advanced  hand  work  offered  in  the 
senior  year. 

Physical  Education. 

The  work  in  physical  education  planned  for  students  intend- 
ing to  teach  in  rural  schools  is  based  on  the  most  advanced  prin- 
ciples of  physical  education.  It  is  work  which  not  only  tends  to 
give  the  student  himself  a  good  training,  but  also  tends  to  give 
him  the  material  to  use  in  the  rural  school.  Much  emphasis  is 
placed  upon  playground  work  and  the  equipment  of  playgrounds. 


14 

The  floor  work  consists  of  marching,  folk  dancing,  games  and 
athletics,  with  formal  corrective  work.  The  festival  receives 
some  attention  and  methods  of  festival  procedure  are  discussed. 

Health  and  Education. 

A  study  of  the  fundamental  principles  of  health,  the  relation 
between  the  health  of  the  individual  and  the  character  of  the 
social  group,  and  the  means  for  securing  and  maintaining  good 
health,  with  especial  emphasis  upon  the  influence  which  the 
school  exerts  toward  this  end. 

Playground  Theory. 

A  study  of  the  relation  between  play  and  health,  with  es- 
pecial emphasis  upon  the  social  side  of  play.  Games  are  learned 
and  the  details  of  playground  installation  worked  out. 

Playground  Practice. 

A  course  in  playground  supervision,  using  the  children  of  the 
training  school. 

Sanitation. 

A  study  of  the  theory  of  disease  and  of  germ  life  with  a  care- 
ful consideration  of  th(e  best  means  for  getting  and  maintaining 
a  sanitary  environment  in  the  home  and  community. 

II.    "B"  RURAL  COURSES. 

All  students  who  come  to  us  from  high  schools  of  less  than 
four  years  approved  standing  are  entered  in  our  special  training 
courses  for  rural  teachers  (known  as  "B"  courses),  and  are 
therefore  candidates  for  third,  second,  and  first  grade  certifi- 
cates. These  courses  are  professional  courses,  and  in  no  sense 
high  school  courses,  as  will  be  noted  by  examining  the  following 
outline  of  the  work  assigned. 

The  content  and  aim  of  these  courses  is  similar  to  those  of  the 
same  title  mentioned  under  "A"  courses. 

Admission. 

Students  who  have  completed  one  year  of  high  school  may 
enter  either  coursie  "B-3"  or  "B-2".  Those  who  have  completed 
two  years  or  more  may  enter  course  "B-1." 


15 

Reasonable  proficiency  in  all  the  common  school  branches  is 
demanded  of  all  candidates  for  "B"  course  certificates.  Students 
may  enter  any  "B"  course  at  the  beginning  of  any  quarter.  For 
these  dates,  see  the  calendar. 

B-3.     Third  Grade  Certificate  Course. 

A  one-half  y^ear  course  open  to  students  who  have  satisfac- 
torily completed  the  work  of  the  ninth  grade  or  one  year  of  ap- 
proved high  school  work.  This  course  leads  to  a  third  grade 
certificate  which  entitles  the  holder  to  teach  in  the  public  schools 
of  the  state  one  year. 

The  provisions  of  section  101  (c)  of  the  School  Laws  of  Idaho 
shall  apply  to  renewals  and  number  of  certificates  granted  in  ac- 
cordance with  this  course. 

First   Quarter. 

Rural  Arts  2  hours        School   Management. .  1   hour 

Soils    2  hours        Special  Assignment  . .  1  hour 

Second  Quarter. 

Rural  Arts 2  hours        Sociology  1  hour 

Plant  Physiology   . .   2  hours        Special  Assignment  . .  1  hour 

Physical  Education 1  hour 

B-2.     Second  Grade  Certificate  Course. 

A  one-year  course  open  to  those  who  have  completed  the  work 
of  the  ninth  grade,  or  who  hold  a  third  grade  county  certificate, 
granted  since  July  1,  1911,  and  have  had  six  months  successful 
teaching  experience.  This  course  leads  to  a  second  grade  teach- 
er's certificate  which  entitles  the  holder  to  teach  in  the  public 
schools  of  Idaho  for  a  period  of  three  years. 

The  provisions  of  section  102  (b)  of  the  School  Laws  of  Idaho 
shall  apply  to  renewals  and  number  of  certificates  granted  in 
'accordance   with   this   course. 

First  Quarter. 

Rural  Arts 2  hours        School   Managemfent. .  1   hour 

Soils .  .2  hours        Special  Assignment. .   1  hour 


16 

Second  Quarter. 

Rural  Arts   2  hours        Sociology   1  hour 

Plant  Physiology  ....  2  hours         Special  Assignment. .    1  hour 

Physical  Education  . .   1  hour 

Third  Quarter. 

Rural  Arts  2  hours        Health  and  Education  1  hour 

Animal  Husbandry  .  .2  hours        Special  Assignment. .    1  hour 

Physical  Education  . .   1  hour 

Fourth   Quarter. 

Observation  and  Teaching  in  Rural  School All  day 


B-1.     First  Grade  Certificate  Course. 

A  one-year  course  open  to  those  who  have  finished  the  tenth 
grade,  or  who  have  completed  course  "B-2,"  or  who  hold  a  second 
grade  county  certificate  granted  since  July  1,  1911.  This  course 
leads  to  a  first  grade  teacher's  certificate  good  for  five  years. 

The  provisions  of  stection  103  (b)  shall  apply  to  renewals  of 
certificates  granted  in  accordance  with  this  course. 

First   Quarter. 

Rural  Arts  2  hours        School   Managentent . .  1   hour 

Soils    2  hours        Special  Assignment. .    1  hour 

Second  Quarter. 

Rural  Arts   2  hours        Sociology   1  hour 

Plant   Physiology 2   hours        Special  Assignment..    1  hour 

Physical  Education  ....  1  hour. 

Third  Quarter. 

Rural  Arts   2  hours        Health  and  Education  1  hour 

Animal  Husbandry  . .  2  hours        Special  Assignment. .    1  hour 

Physical   Education 1    hour 

Fourth    Quarter. 

Teaching  and  Observation  in  Rural  School  All  day 


Class  in  Stock  Judging 


17 

IH.    SPECIAL  SIX- WEEK  COURSES. 

During  the  first  six  weeks  of  the  first,  fourth  and  summer 
quarters  an  opportunity  will  be  afforded  to  do  the  work  neces- 
sary to  comply  with  the  state  law  relative  to  obtaining  or  renew- 
ing county  certificates. 

Special  work  will  be  arranged  for  those  who  desire  to  work 
for  credit  in  the  subjects  specified  for  candidates  for  third  grade 
certificates.  Regular  professional  class  assignments  will  be 
given  those  who  desire  to  secufiC  two  credits  for  the  renewal  6t 
advancement  of  grade  of  certificates  still  in  force. 

Whenever  possible,  teachers  taking  regular  work  are  urged  to 
stay  during  the  entire  quarter  and  so  secure  full  Normal  class 
credits  that  may  be  utilized  in  building  for  Normal  certificates 
or  diplomas. 

For  the  purpose  of  renewing  or  advancing  the  grade  of  certifi- 
cates still  in  force,  the  state  recognizes  for  credit  satisfactory 
work  in  any  professional  or  vocational  subjects  that  are  tiew 
(not  review)  work. 


'■■au 


UNIVERSITY  OF  ILLINOIS-URBANA 


3  0112  111979032 


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